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SIOltJGt  UBRAin 


OUTLINE  OF 

A  STUDY  OF  THE  SELF 


BY 

ROBERT  M.  YERKES,  A.M.,  Ph.D. 

ASSISTANT  PROFESSOR  OF  COMPARATIVE  PSYCHOLOGY,  HARVARD  UNIVERSITY, 
AND  PSYCHOLOGIST  TO  THE  PSYCHOPATHIC  HOSPITAL,  BOSTON 


AND 


DANIEL  W.  LaRUE,  A.M.,  Ph.D. 

PROFESSOR  OF  PSYCHOLOGY,  EAST  STROUDSBURG  STATE  NORMAL  SCHOOL,  PA. 


REVISED  FROM  THE  EDITION  PRINTED 

FOR  THE  AUTHORS  IN  1913 

COPYRIGHT,  1914,  HARVARD  UNIVERSITY  PRESS 


CAMBRIDGE 

HARVARD  UNIVERSITY  PRESS 

1914 


OUTLINE  OF  A  STUDY  OF  THE  SELF 


INTRODUCTION 

THE  authors  have  discovered,  through  their  experience  as  teachers,  that 
a  study  of  the  ancestry,  development,  and  present  constitution  of  the 
self  is  an  extremely  profitable  task  for  most  students.  They  therefore 
present  this  outline  as  an  aid  to  the  systematic  and  thorough  study  of  the  several 
important  aspects  of  the  self. 

The  purpose  of  the  study  is  threefold :  first,  to  help  you  to  understand  your- 
self and  to  become  a  useful  and  happy  member  of  society;  second,  to  help  you 
to  understand  and  sympathize  with  other  persons,  especially  children,  and 
to  further  their  development;  third,  to  arouse  your  interest  in  the  facts  of 
heredity,  of  environmental  influence,  and  in  the  significance  of  the  appHed  sciences 
of  eugenics  and  euthenics. 

Do  the  work  well.^  If  you  do  it  hastily  it  will  be  worse  than  valueless. 
Choose  times  for  the  study  when  you  can  be  undisturbedly  reminiscent  and 
reflective.  Certain  of  the  questions  cannot  be  answered  in  detail,  or  not  without 
an  excessive  amount  of  labor;  regard  them  as  suggestive  and  do  the  best  you  can 
to  get  the  information  which  they  demand.  Do  not  answer  them  categorically. 
Be  wholly  honest  with  yourself.  Write  freely  and  fully  of  what  you  shrink  from 
or  are  ashamed  of  as  weU  as  of  the  facts  which  seem  to  you  creditable.  The 
contents  of  your  report  will  be  accepted  in  confidence  by  the  instructor. 

Be  sure  to  arrange  for  personal  conferences  with  the  instructor  and  with 
some  of  your  relatives  in  order  that  you  may  obtain  advice  and  assistance  in 
gathering  information. 

The  object  to  be  studied  is  the  self.  We  shall  study  it  (i)  as  a  product  or 
expression  of  heredity;  (2)  as  a  developing,  reacting  mechanism  {a  going  machine) ; 
(3)  as  a  conscious  and  self-conscious  wiUing  being;  and  (4)  as  a  member  of  social 
groups. 

The  general  plan  of  work  is  indicated  in  outline  below  in  order  that  you  may 
view  the  task  as  a  whole. 

^  G.  E.  Partridge's  "  An  outline  of  individual  study  "  (New  York,  1910)  will  aid  you  greatly  if 
carefiilly  read. 


383054 


OUTLINE  OF  A   STUDY  OF  THE  SELF  3 

I.  The  Ancestral  History  of  the  Self 

1.  The  family  tree.  4 

2.  A  record  of  family  traits : 

(a)  Physical  or  bodily  traits, 

Q))  Mental  traits, 

(c)  Moral  traits, 

{d)  Social  traits. 

3.  A  description  of  the  environment  and  of  the  physical,  mental, 

moral,  and  social  characteristics  which  seem  to  have  determined 
the  success  and  happiness  of: 
{a)  Your  great-grandparents, 
(&)  Your  grandparents, 
(c)  Your  parents. 

II.  The  DevelopmeiA  or  Growth  of  the  Self 

1.  Conditions  of  prenatal  Hfe: 

{a)  Physical, 
(6)  Mental. 

2.  The  self  in  infancy: 

{a)  Circumstances  of  birth, 
Q))  Physical  characteristics, 
(c)  Mental  characteristics. 

3.  The  self  in  childhood: 

(a)  Environmental  influences, 

Q))  Physical  development, 

(c)  Mental  development, 

id)  Temperament  and  character, 

(e)  Vocational  suggestions, 

(/)  Habits  of  special  importance, 

(g)  Social  relations  and  tendencies. 


OUTLINE  OF  A  STUDY  OF  THE  SELF 

The  self  in  adolescence: 

(a)  Environmental  influences, 

(6)  Physical  development, 

(c)  Mental  development, 

{d)  Temperament  and  character, 

(e)  Vocational  suggestions, 

(J)  Habits  of  special  importance, 

{£)  Social  relations  and  tendencies. 


III.  The  Self  of  To-day 

A  sketch  or  biography  of  the  self,  concise,  complete,  fair,  which 
shall  exhibit  it:  — 


1.  As  an  expression  of  heredity  with  respect  to: 

{a)  Physical  constitution, 

(h)  Mental  characteristics, 

(c)  Social,  vocational,  moral,  and  religious  tendencies. 

2.  As  moulded  by  environment  in : 

(a)  Physique, 

(6)  MentaUty, 

(c)  Social  nature  and  vocation. 


3.  As  a  functioning  organism,  influenced  by  and  influencing  the  world 
—  animate  and  inanimate.  The  self  as  built  up  by  the  inter- 
action of  inheritances  and  environment. 


OUTLINE  OF  A  STUDY  OF  THE  SELF  5 

IV.  The  Significance  of  the  Characteristics  of  the  Self 

1.  Vocational: 

(a)  Relation  of  physique  to  occupations, 

{h)  Relation  of  mind  and  temperament  to  occupations, 

(c)  Bearing  of  heredity  and  social  position  upon  vocation. 

2.  Marital: 

The  bearing  of  the  following  on  (i)  congeniality  in  wedlock 
and  (2)  the  welfare  of  offspring: 

(a)  The  inheritances  of  the  self:  physical,  mental,  moral,  social, 
vocational, 

{h)  The  self  as  moulded  by  environment:  the  physical,  mental, 
moral,  social,  religious  self, 

{c)  The  preparation  or  fitness  of  the  self  for  the  duties  and 
responsibilities  of  parenthood. 

3.  Social: 

The  duties  of  the  self  as  a  member  of  social  groups  in  the  light  of 

(a)  Physical  constitution, 

(b)  Mental  constitution, 

(c)  Moral  and  reHgious  tendencies, 

(d)  Vocation  or  vocational  abilities. 


OUTLINE  OF  A  STUDY  OF  THE  SELF  6 

I.  THE   ANCESTRAL  HISTORY  OF  THE  SELF 
I.  The  Family  Tree. 

In  the  manner  described  in  "  The  Family  History  Book,"  ^  construct  your 
family  tree.  Include  in  the  chart  as  many  of  your  direct  ancestors  as  you  can, 
together  with  their  brothers  and  sisters.  Number  the  generations  in  Roman  and 
me  individuals  in  Arabic  on  the  chart.  On  a  supplementary  record  sheet  present 
the  numbers,  names,  nationalities,  and  other  facts  which  seem  to  you  important, 
in  the  Uves  of  these  individuals. 

Look  up  or  devise  a  system  of  symbols  to  indicate  preeminently  important 
characteristics  or  events  in  individual  lives. 

The  accompanying  group  of  symbols,  in  use  by  the  Eugenics  Record  Office, 
is  presented  for  your  critical  examination  and  assistance.  In  case  you  cannot 
consult  "  The  Family  History  Book,"  the  sample  pedigree  presented  on  page  7 
should  suggest  to  you  a  convenient  method  of  constructing  your  family  tree.  It 
presents  also  the  system  of  numbering  individuals,  which  you  should  use. 

1  "  The  Family  History  Book  "  is  published  as  Bulletin  number  7  of  the  Eugem'cs  Record  Office, 
Cold  Spring  Harbor,  Long  Island,  New  York.  The  price  is  fifty  cents.  The  book  presents  complete 
practical  directions  for  the  collecting  and  recording  of  data  concerning  human  heredity,  and  sample 
pedigree  charts. 


OUTLINE  OF  A   STUDY  OF  THE  SELF 


LmtHlCS  RECORD  OFFICEXOLD  SPRING  HRRBORLlNy, 


...  order  to 

6e  described-  6oth  as  to  qood  ijuahUts  and  defects-  u/ith  care,  accura^  and  rrankness. 
BRIEF  INSTRUCTIONS  FOR  CHARTING 

fam'il/  relationshipa.fordesiqnatiru)  the  family  distribution  of  specific  traiti  preparatory  to  a  descriptiife  analysis  of  the  innate  traitt  of  each  indiJidual. 


dliyo/e 


O  female 


Tyitcarricuje.      ?  unKnOarn      '  in-fancjf 


CCNERKnONS 


CHHZI         Vfarn'aqe 


iTi 


'6-Hh 


i  -i  i  -i  1  i  i  -i 


~~^ 

Grand   children 


SiH^OlS  FOR  NORMHU^  l/RLUflBLt  TRfl/TS  ^  QUflUnC 


^ymho/s    for  Such    CraiCs    haJt.   rioC^eT    6ccn    sranc^ard.eca   ana 
the.  oersor^  mat^intf  f/te    /onnrly  chart  should  inidsnT  ^mijc/t  MhtcA 
^AouH  6e  eJfptaincd  6x  <i  /eocnd  on  each  chat^  usinq  c/itrn. 
ThuSf         r  ^        I 

@  gw©  Q   l^markable  memoty 

®  EB"--©  \^  /wentor  oTnoTe 

0  □<»■©  0  7/atural  i/entnloaual power 

©  B<^©  S  5c«^/or  o/;77er<r 

©  El  "^  @  0  y^ruraf  icader  of  men 


SYMBOLS  FOR  DEFECTS 

7^<r  /o//oiUina  symbols  hn/c  been   more  or  f CSS  starnior^' 
tze&  tor  use  '^ytie^duior^crs  arui  srtddenn  cf /imre^i/^ and 
ffy^tr  u^  ufttrcnabic  persons  afrcady  fiamihar  uUh  such  Siu^ 
ies  to  interpret  ttm  i/mrt  uiithout  n^rmnce  to  the  f^, 

B  ®  epi/eptfc  E  ®  fieikmini^ 

HI  ®  Insane  0  ©  j/eurotio 

[C]  @   Crimina/isTla  [flj  (g)   Tflcoholin. 

[^  ©  5er  of/ertUr  [w]  @  itJan^rer 

^  @    Chorea  1^  @   General  fomljtis 

1^  ©    Cancer  |T|  ©  7u6ei%<iA»/5 

0  (a^  ^^ina///>/«/£/wte[HI  ^  Traits  uninomt 

^~'  to  the  it^^ai  tjMrtti. 

n  ?  O  ?    f^tff""<  a'tm>,catU  T\'ait 
'   ^-^  '  <)u9srionailB. 


PEDIGREE  SHOWING  USE  OF  SYMBOLS, ETC. 


S. 


Z. 


^(D- 


40- 


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m    D-T— E    a — (b    o  '6-1-6     'ffl-T-<t)  '#-r-ii 


D-|-6  "4  't-mD 


iL    *r     lE     iL      "9"x     >'£     >>I     "iL     "iL    "1 
E3''  ©    a    ^-T-o  ^x  ©     ©     B     y     © 


% 


LEGEND 

[Q   ifaruraj  leoAtr  tf  a/fair* 
IaI  ^^^  mutKol 
D  Sculptor 
m   Tffcohohc 

ly  /j6en  ««r««  affmmar 
W   Choreic 
[w]  Ulanderer 
H  InJentor 


NOTE:-    TTie  chart  scrtles  Simply  to  ahoi. 
in  Q  oeneral  uoy  their  striking    traits.  1]  f^tf^l  anal 

i«/«c<*?^'sf«3y""'"''''*°'"-^    '^         /nO/Wdj<a/-SAou«  tw  Oticribed  as  tc  fiit  or  her  d*arco  ef  pcsscssioh  or  lack  ot  tht  innate  traiti' 
FOR  FURTHEn  INFORMnTION  AOORESS  THE  £UCCN/CS  RECOAO  OfriCC.COU)  SPft/NC HARBOR , tONC  ISUiND.N.Y. 


\B  Sejt  offender 

'''01  fO  it  a  Mtcrrt^n  scu^tar  M<iA«  n- 
rmrk*He  wwyy.  J-t  do*  *t  -wA^p-.^^gl 


IP 


OUTLINE  OF  A  STUDY  OF  THE  SELF 


2.  A  Record  of  Family  Traits 

The  start  on  this  task  may  be  made  by  filling  out  as  completely  as  is  possible 
the  accompanying  blank  "  record  of  family  traits."  ^ 

Avail  yourself  of  all  reasonably  accessible  aid  in  this  task,  from  your  parents, 
other  relatives,  friends  of  the  family,  and  from  family,  state,  or  other  records. 
Do  your  work  thoroughly,  so  that  you  may  have  a  permanently  valuable  record 
of  your  ancestry  for  yourself  and  your  children. 

(a)  Physical,  or  bodily,  traits.  Partly  by  way  of  summarizing,  but  still  more 
in  order  to  supplement  the  "  record  of  family  traits  "  already  made,  prepare  a 
list  of  the  physical  characteristics  of  your  parents,  grandparents,  uncles,  aunts, 
and  first  cousins.  Consider  abnormalities,  or  peculiarities,  unusual  degrees  of 
development,  effects  of  use  or  disuse,  as  well  as  those  traits  which  would  ordi- 
narily be  included  in  "  physical  constitution." 

Are  there  any  prevalent  abnormalities  of  body,  or  diseases  in  the  family  ? 
To  what  have  they  generally  been  attributed  ?  Are  the  members  of  the  family 
long  lived  ?     What,  in  your  judgment,  are  the  chief  causes  for  this  ? 

(b)  Mental  traits.  Similarly,  make  a  list  of  the  mental  traits  that  seem  to 
be  characteristic  of  the  family. 

Are  any  mental  diseases  prevalent  ?  What  mental  traits  do  you  deem  of 
most  conspicuous  value  in  your  near  kin  ?  What  traits  do  you  deem  most 
nndesirable  among  those  characteristic  of  your  family  ?  In  what  occupations 
have  members  of  your  family  engaged  ?  In  what  numbers  ?  What  can  you 
say  concerning  special  intellectual  bents  or  talents  ? 

^  The  Eugenics  Record  Office  will  appreciate  it  if  after  completing  this  task  you  are  willing  to  file  a 
duplicate  blank  in  the  Office  for  scientific  purposes. 


Please  don't  write  here. 


Carnegie  Institution  of  Washington 

Department  of  Experimental  Evolution 

Cold  Spring  Harbor,  N.  Y. 

AND 

EUGENICS   RECORD   OFFICE 

COLD  SPRING  HARBOR,  LONG  ISLAND,  N.  Y. 


Please  don't  write  here. 

No 

Sent 

Returned 

Ack'd 

Collab 


FOURTH   EDITION 


N.  B.    Fill  out  Name  and  Address 

Name  of  person  responsible  for  filling  this  blank 

Date.... Permanent  Address 


Town  and  State. 


It  is  requested  that  the  person  who  receives  this  schedule  should  take  it  home  and  fill  it  out  in  consultation 
with  his  parents,  if  living,  and  with  other,  especially  older,  members  of  the  family. 

When  filled  out,  return  this  schedule  to  the  undersigned. 

In  filling  out  the  schedule  you  have  to  decide  on  your  own  place  in  the  pedigree — father,  mother,  child,  etc., 
make  entry  for  yourself  and  then  assign  your  relatives  to  corresponding  places  in  the  schedule. 

A  duplicate  blank  schedule  will  be  sent  on  request  to  those  that  wish  to  retain  a  copy  of  their  record. 

The  information  asked  for  is  to  be  used  in  a  study  of  human  heredity.     It  is  expressly  announced  that  all 
information  received  will  be  held  as  confidential  and  no  names  published. 

C.  B.  DAVENPORT, 

Cold  Spring  Harbor,  N.  Y. 

E.R.O.  2-' 16,  loM. 


FATHER'S  FATHER. 


I.    Full  name - - 2.     Date  of  birth 

3.  Birthplace:  Town State  or  Country 

4.  Education — - Favorite  studies 

5.  Residences,  principal -— 

6.  Age  at  marriage Total  No,  of  sons.... of  daughters Ages  of  those  that  died  early,  sons daughters.. 


7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability  :     In  youth In  middle  age.. 

9.  Grave  illnesses  in  youth in  middle  age. 

10.  Surgical  operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

iia.  State  whether  blood  relative  of  wife,  and  if  so,  what 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc 


n 


FATHER'S  MOTHER. 


I.  Full  maiden  name 2.     Date  of  birth 

3.  Birthplace:  Town State  or  Country 

4.  Education Favorite  studies 

5.  Residences,  principal 

6.  Date  of  marriage Place  of  Marriage Total  No.  of  sons of  daughters.. 


7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability  :     In  youth In  middle  age. 

9.  Grave  illnesses  in  youth In  middle  age 

ID.  Surgical  operations  undergone ..- 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc 


MOTHER'S  FATHER. 


I.  Full  name 2.     Date  of  birth 

3.  Birthplace:  Town :.State  or  Country 

4.  Education Favorite  studies 

5.  Residences,  principal 

6.  Age  at  marriage Total  No.  of  sons of  daughters Ages  of  those  that  died  early,  sons daughters. 


7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability  :     In  youth In  middle  age. 

9.  Grave  illnesses  in  youth in  middle  age 

[o.  Surgical  operations  undergone 

[I.  If  dead,  cause  of  death  and  age  at  death 

tia.  State  whether  blood  relative  of  wife,  and  if  so,  what 

[2.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc 


MOTHER'S  MOTHER. 


Full  maiden  name 2.     Date  of  birth 

Birthplace:  Town State  or  Country 

Education Favorite  studies 

Residences,  principal 

Date  of  marriage Place  of  marriage Total  No.  of  sons of  daughters.. 


Occupations  at  successive  ages 

Lesser  diseases  to  which 

there  was  special  liability  :     In  youth In  middle  age. 

9.     Grave  illnesses  in  youth in  middle  age 

ID.     Surgical  operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc 


FATHER. 


I.  Full  name 2.     Date  of  birth 

fa.  Birthplace:  Town State  or  Country 

4.  Education - Favorite  studies 

5.  Residences,  principal : 

6.  Age  at  marriage Total  No.  of  sons daughters Ages  of  those  that  died  early,  sons daughters.. 

7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability:    In  youth In  middle  age - 


9.     Grave  illnesses  in  youth in  middle  age. 

10.  Surgical  operations  undergone ". 

11.  If  dead,  cause  of  death  and  age  at  death 

iia.  State  whether  blood  relative  of  wife,  and  if  so,  what 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc.. 


MOTHER. 


I.     Full  maiden  name 2.     Date  of  birth 

3.  Birthplace:  Town State  or  Country 

4.  Education Favorite  studies 

5.  Residences,  principal 

6.  Date  of  marriage Place  of  Marriage Total  No.  of  sons of  daughters.. 


7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability:     In  youth In  middle  age. 

9.  Grave  illnesses  in  youth in  middle  age 

10.  Surgical  operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc. 


8@"0nly  the  children  of  one  pair  of  parents  to  be  recorded  below;  for  half-brothers  and  sisters  ask  for  another  blank  schedule. 
8®"In  the  case  of  married  women,  add  husband's  surname  [in  brackets], 

CHILD  NO.   I. 

Full  name 2.     Date  of  birth 

Birthplace:  Town State  or  Country 

Education,  kind Favorite  studies 

Residences,  principal 

If  married,  to  whom Date Place 


Occupations  at  successive  ages ..— 

Lesser  diseases  to  which 
there  was  special  liability:     In  youth In  middle  age.. 


9.     Grave  illnesses  in  youth in  middle  age.. 

ID.     Operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc.. 


CHILD  NO.  2. 


I.     Full  name 2.     Date  of  birth 

3.  Birthplace:  Town State  or  Country 

4.  Education,  kind Favorite  studies 

5.  Residences,  principal 

6.  If  married,  to  whom Date Place.. 


7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability:    In  youth ..In  middle  age. 

9.  Grave  illnesses  in  youth in  middle  age 

10.  Operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc 


CHILD  NO.  3. 

Full  name 2.     Date  of  birth 

Birthplace:  Town State  or  Country 

Education,  kind Favorite  studies 

Residences,  principal , 

If  married,  to  whom Date Place. 


Occupations  at  successive  ages 

Lesser  diseases  to  which 
there  was  special  liability  :     In  youth In  middle  age. 

9.     Grave  illnesses  in  youth in  middle  age 

10.  Operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc 


CHILD   NO.  4. 


I.     Full  name 2.     Date  of  birth 

3.  Birthplace:  Town State  or  Country 

4.  Education,  kind Favorite  studies 

5.  Residences,  principal 

6.  If  married,  to  whom Date Place. 


7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability  :     In  youth In  middle  age.. 

9.  Grave  illnesses  in  youth in  middle  age 

10.  Operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc 


CHILD  NO.  5. 

I.     Full  name 2.     Date  of  birth 

3.  Birthplace:  Town State  or  Country. 

4.  Education,  kind Favorite  studies 

5.  Residences,  principal _ 

6.  If  married,  to  whom Date Place. 


7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability:     In  youth In  middle  age. 

9.  Grave  illnesses  in  youth in  middle  age 

10.  Operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc 


CHILD   NO.   6. 


I.     Full  name 2.     Date  of  birth 

3.  Birthplace:  Town State  or  Country 

4.  Education,  kind Favorite  studies 

5.  Residences,  principal 

6.  If  married,  to  whom Date Place. 


7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability:    In  youth In  middle  age. 

9.  Grave  illnesses  in  youth in  middle  age 

10.  Operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc 


CHILD   NO.   7. 

I.     Full  name - - ~     2.     Date  of  birth 

3.  Birthplace:  Town - State  or  Country 

4.  Education,  kind- — - Favorite  studies 

5.  Residences,  principal 

6.  If  married,  to  whom Date Place. 


7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability:    In  youth In  middle  age.. 

9.  Grave  illnesses  in  youth ...- ...in  middle  age 

10.  Operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc 


CHILD   NO.   8. 


I.     Full  name 2.     Date  of  birth 

3.  Birthplace:  Town State  or  Country 

4.  Education,  kind — Favorite  studies 

5.  Residences,  principal 

6.  If  married,  to  whom Date Place. 


7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability:    In  youth In  middle  age. 

9.  Grave  illnesses  in  youth in  middle  age 

10.  Operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc 


CHILD   NO.   9- 

I.    Full  name 2.     Date  of  birth 

3.  Birthplace:  Town State  or  Country 

4.  Education,  kind Favorite  studies 

5.  Residences,  principal 

6.  If  married,  to  whom Date„ Place.. 


7.  Occupations  at  successive  ages 

8.  Lesser  diseases  to  which 

there  was  special  liability:     In  youth In  middle  age. 

9.  Grave  illnesses  in  youth in  middle  age 

ID.     Operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Special  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc ..- 


CHILD  NO.   ID. 


I.     Full  name 2.     Date  of  birth. 

3.     Birthplace:  Town State  or  Country 


4.  Education,  kind Favorite  studies 

5.  Residences,  principal 

6.  If  married,  to  whom Date Place.. 


7.  Occupations  at  successive  ages - 

8.  Lesser  diseases  to  which 

there  was  special  liability:    In  youth - - In  middle  age. 

9.  Grave  illnesses  in  youth - in  middle  age 

ID.  Operations  undergone 

11.  If  dead,  cause  of  death  and  age  at  death 

12.  Specia  tastes,  gifts  or  peculiarities  of  mind  or  body.     Character,  favorite  pursuits,  etc. 


S&^li  more  children  than  spaces,  please  write  for  a  second  blank  record. 


^^^p 

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1 

2 

1 

3 

1 

4 

1 

5 

1 

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7 

1 

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9 

1 

10 

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1 

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1 

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SEX  OF  CHILD,  F.  Female.  M.  Male 

Age  for  which  description  is  given 

j 

1 

10.  Adnlt  or  present  height  in  inches  (without  shoes)  or  v.  s. 

^ery  short). 

s.  (short),  n 

.  (medium). 

t.  (tall),  r.  t 

(very  tall). 

11.  Adult  or  present  weight,  lbs. 

or  s.  (slender),  m.  (medium),  c.  (corpulent). 

12.  Color  of  hair  (before  graying)  a.  (albino,  white),  /.  (flaxen),  y-br.  (yellow-brown),  I. 

br.  (light  brown),  w.  dr.  (medium  brown),  d.  br.  (dark  brown).  6/.  (black), 

cl.  r.  (clear  red),  d.  r.  (dark  red),  d.  br.  r.  (dark  brown  red). 

13.  Color  of  eyes.    p.  hi.  (pale  blue),  d.  hi.  (dark  blue),  bl.  br.  (blue  with  brown  spots), 

I.  br.  (light  brown),  d.  br.  (dark  brown),  bl.  (black),  y.  bl.  (yellow  blue-graai. 

or  green),  r.  hr.  (reddish  brown). 

1 

Note  if  color  differs  in  the  two  eyes,  dif. 

1 

or  if  eyes  constantly  wander  or  twitch,  iw. 

14.  Complexion  or  skin  color,    bl.  (blond),  i.  (intermediate),  b> 

'.  (bru 

nette) 

d.  br. 

(dark  brown),  n.  (black, 

negro] 

,  y.  (yellow) 

y.  br. 

(yellow-brown),  r. 

br.  (reddish 

brown). 


15.  General  mental  ability,     i.  (poor;  failure  to  advance  at 
school).     2.  (medium  to  good).     5.  (exceptionally  good). 


Special  ability  as  below.    Note:  In  each  ability  the  grades 

16.  In  vocal  music. 

State,  on  margin,  any  professional  performance. 

to  be 

as  foi: 

ows:  I 

.  (poo 

),2.{ 

mediu 

n  to  g 

30d),  . 

r.  (exc 

•ptions 

illy  go 

od). 

17.  In  drawing  or  coloring. 

State,  on  margin,  examples  of  skill. 

\          j 

18.  In  literary  composition. 

State,  on  margin,  titles  of  any  publications. 

19.  In  mechanical  skill. 

State,  on  margin,  any  invention. 

1 

20.  In  calculating  or  in  mathematics. 

1 

21.  In  remembering. 

i 

1 
1 

22.  General  bodily  energy,     i.  (very  inactive).     2.  (ordinary). 
3.  (exceptionally  energetic). 

23.  Condition  of  sight,     i.  (blind).     2.  (imperfect;  wears  glass 

es).     . 

.  (strc 

ng). 

State, 

on  ma 

rgin,  I 

ature 

of  defe 

ct  (if 

:x)lor  t 

lind,  c 

.b.). 

24.  Age  when  sight  defect,  if  any,  was  acquired 
or,  c.  (congenital;  born  defective). 

25.  Condition    of    hearing,     i.     (deaf).    2.    (defective). 
3.  (strong).    State,  on  margin,  nature  of  defect. 

26.  Age  when  hearing  defect,  if  any,  was  acquired. 

c.  (congenital;  born  defective). 

27.  Condition  of  speech,     n.  (normal).  I.  (lisping),  s.  (stam- 
mering), d.  (dumb;  speech  unintelligible). 

28.  Temperament,     p.  (phlegmatic,  slow),  i.  (intermediate), 
n.  (nervous,  quick),  p.  n.;  p.  i.;  n.  i.  (alternating  in  mood). 

29.  Use  of  hands,    a.   (ambidextrous),  I.   (left  handed), 
r.  (right  handed). 

Defects  of  bodily  form  as  below.     Check  (X)  any  that  ma 

30.  Birthmarks. 

State,  on  margin,  kind. 

/be  pi 

■esent. 

31.  Hare  lip  (L)  or  cleft  palate  (P). 

32.  Abnormal  fingers  or  toes. 
Describe  on  margin. 

33.  Other  traits. 

Describe  on  margin. 

JIS~  Give  the  data  asked  for  (using  figures  or  letters)  in  the  blank  spaces  at  the  right.     Enter  the  data  in  the  proper  column  for  grandparents  (columns  1-4),  parents 

(columns  s.  6),  and  children  (columns  7-16). 

•*S"  If  more  than  ten  children,  use  an  additional  blank. 


Fill  out  for  Brothers  and  Sisters  of  Father  and  Mother.     Also  first  cousins  and  other  relatives. 


Surname 
Given  name 
Place  in  Pedigree* 
Address,  if  living 

Year  of  birth 

If  dead,  year  of  death 

Cause  of  death 

Adult  stature  or  height 

Married  to 
*No.  of  sons        of  dau's 

Diseases  to  which  liable 

Imperfections  of  sight  or 
hearing 

Mention    below    occupation 
and     any     special     gift     or 
striking  quality  of  mind  or 
body. 

<» 

] 

Fill  out  for  Brothers  and  Sisters  of  Father  and  Mother 

.     Also  grandparents,  first  cousins  and  other  relatr 

Surname 
Given  name 
Place  in  Pedigree^ 
Address,  if  living 

Year  of  birth 

If  dead,  year  of  death 

Cause  of  death 

Adult  stature  or  height 

Married  to 
*No.  of  sons        of  dau's 

Diseases  to  which  liable 

Imperfections  of  sight  or 
hearing 

Mention  below  any  specia 
gift  or  peculiarity  of  min( 
or  body. 

1 

¥ 

'^■H 

OUTLINE  OF  A  STUDY  OF  THE  SELF  9 

In  studying  traits,  Bulletin  no.  6  of  the  Eugenics  Record  Office,  entitled 
"  The  Trait  Book,"  wiU  prove  useful  to  you. 

(c)  Moral  traits.  List  the  dominant  moral  characteristics  of  the  family, 
or  of  different  branches.  Try  to  arrange  your  brothers,  sisters,  parents,  uncles, 
aunts,  and  grandparents  according  to  {a)  will  power,  (h)  self  control,  (c)  honesty, 
{d)  altruism. 

Which  of  your  relatives  do  you  most  admire  for  moral  attributes  (character 
and  moral  code)  ?     Why  ? 

Is  your  family  religious  ?  Sketch  its  religious  history.  What  relation  has 
the  religious  faith,  or  lack  of  it,  to  the  moral  traits  of  the  family  ? 

(d)  Social  traits.  List  the  social  characteristics  of  your  family.  Are  the 
family  ties  strong  and  lasting  ?  Do  church,  clubs,  lodges,  or  other  social  groups 
attract  and  hold  ?  Is  the  family  interested  chiefly  {a)  in  its  own  advancement  — 
socially,  intellectually,  morally,  materially  ?  {h)  in  social  reforms  —  poHtical 
changes,  social  service,  temperance,  education,  individual  rights,  euthenics, 
eugenics  ?     Have  any  individuals  been  conspicuous  in  these  lines  of  service  ? 


3.   A  Description  of  the  Environment  and  of  the  Physical,  Mental, 

Moral,  and  Social  Characteristics  which  seem  to  have 

determined  the  success  and  happiness  of 

(a)  Your  great-grandparents, 
(p)  Your  grandparents, 
(c)  Your  parents. 

In  this  section,  sum  up  the  results  of  your  study  of  your  family  by  giving  a 
brief,  well-thought-out  description  of  its  most  influential  traits  of  body,  mind, 
and  social  conscience. 


OUTLINE  OF  A  STUDY  OF  THE  SELF  lo 

II.  THE  DEVELOPMENT  OR  GROWTH  OF  THE  SELF 
'i.  Conditions  of  Prenatal  Life 

(a)  Physical.  Bring  together  all  of  the  physical  facts  which  have  bearing 
upon  your  prenatal  existence:  Age  of  parents;  their  health;  their  economic 
status;  previous  children;  habits  of  father  and  of  mother  (alcohol,  tobacco, 
drugs;  work,  rest,  recreation). 

(b)  Mental.  Similarly,  bring  together  all  available  information  concerning 
mental  conditions  which  may  have  influenced  your  prenatal  existence:  Atti- 
tudes of  father  and  mother  toward  children;  mental  condition  of  father  at  this 
time  of  life;  mental  condition  of  mother,  immediately  before  and  during  preg- 
nancy; any  unusual  experiences  during  pregnancy;  intellectual  occupations  oJ 
diversions  of  parents  during  this  period  of  your  life. 

2.  The  Self  in  Infancy  (Birth  to  End  of  Second  Year) 

(a)  Circumstances  of  birth.  Condition  of  mother  physically  and  mentally  at 
this  critical  time;  environmental  circumstances;  easy  or  difficult  birth;  instru- 
mental; any  known  injuries  at  birth;  behavior  immediately  afterbirth;  environ- 
ment during  infancy;  coimtry  or  city;  playmates;  sleep;  exercise;  food. 

(b)  Physical  characteristics.  Weight,  general  physical  condition,  and  be- 
havior at  birth;  growth  during  first  two  years;  special  physical  traits;  defects; 
precocious  development;  learning  to  walk,  to  talk,  to  feed  the  self. 

(c)  Mental  characteristics.  Habits  of  personal  cleanliness;  likes  and  dis- 
likes with  respect  to  foods;  temperament  (good-natured,  happy,  cheerful, 
playful  or  cross,  fretful,  peevish);  easily  angered,  soon  restored  to  cheerfulness; 
fearless  or  fearful  (timid  or  courageous) ;  special  fears,  instinctive  and  acquired 
(if  any  are  thought  to  be  acquired,  give  their  history);  interests,  in  animals, 
dolls,  other  children,  driving  or  riding,  in  water,  in  articles  of  clothing,  in  play- 
things; imitative  tendencies,  —  imitation  of  what  and  when. 


OUTLINE  OF  A  STUDY  OF  THE  SELF  n 


3.  The  Self  in  Childhood  (Thieid  to  Twelfth  Years) 

(a)  Environmental  influences.  Was  your  childhood  spent  in  the  country 
or  the  city  ?  Which  do  you  consider  the  better  environment  for  a  child  ?  Why  ? 
How  did  your  home,  clothing,  food,  toys,  playmates  compare,  so  far  as  you  may 
judge,  with  those  of  the  average  child  in  your  community  ?  Were  you  contented 
and  happy  during  childhood  ?  If  not,  why  not  ?  How,  as  you  now  view  it, 
could  the  circumstances  of  your  childhood  have  been  improved  to  your  advan- 
tage ?     What  factors  in  your  environment  influenced  you  most  strongly  ? 

(b)  Physical  development.  Had  you  any  physical  defects  which  persisted 
from  infancy  or  appeared  during  childhood  ?  What  ?  What  was  done  for 
them  ?  What  should  have  been  done  ?  Give  your  height  and  weight  at  inter- 
vals from  birth  to  date,  if  you  can.  Did  you  develop  rapidly  ?  What  relation 
has  your  weight  usually  borne  to  your  height  ?  Has  this  any  special  significance  ? 
Were  you  normally  strong,  active,  energetic;  a  lover  of  athletics,  or  of  sedentary 
pastimes  ?  Amount  of  illness  during  chfldhood  ?  What  diseases  or  serious 
injuries  ?    What  after-effects  ? 

(c)  Mental  development.  Were  you  precocious  or  backward  in  mental 
development  ?  At  what  age  did  you  enter  school  ?  What  were  your  inteUectual 
attainments  at  the  time  ?  Which  parent,  if  either,  did  you  most  resemble  in 
your  mental  development  and  tendencies  ?  Had  you  any  defective  sense  organs 
or  sense  peculiarities  ?  Were  they  corrected  ?  Might  they  have  been  ?  Were 
your  senses  keen  ?  To  what  could  you  most  naturally  and  easfly  attend  ? 
Could  you  best  remember  the  exact  words  or  the  general  ideas  of  a  lesson  ? 
What  kind  of  information  could  you  remember  most  easily  and  accurately  ? 
Discuss,  as  your  memory  and  information  from  parents,  relatives,  teachers, 
enable  you  to,  the  following  aspects  of  your  mental  life:  memory,  imagination, 
judgment,  reasoning,  emotional  tendencies,  especially  fears,  acquired  as  well  as 
innate  (describe  each  with  fulness  with  respect  to  its  origin  and  causes,  or  con- 
ditions, as  well  as  its  history  and  present  condition),  instincts  (collecting,  play, 
imitation,  wandering,  fighting,  chimmiing),  plays,  ideals,  scholarship. 


OUTLINE  OF  A  STUDY  OF  TEE  SELF  12 

(d)  Temperament  and  character.  Describe  yourself  briefly,  accurately,  hon- 
estly, with  respect  to  temperament  (inherited  disposition)  and  character  (the 
inherited  disposition  as  modified  by  experience). 

Use  the  following  questions  as  suggestions  toward  the  elaboration  of  your 
description.  Were  you  frank,  honest  (with  self  and  others),  courageous,  just, 
fearless  of  injury,  calm,  cheerful,  self-controUed,  ambitious  ?  Were  you  pri- 
marily thoughtful  and  deliberate,  or  emotional  and  impulsive  (tending  to  act 
hastily)  ?  Were  you  a  "  good  "  or  a  "  bad  "  child,  in  comparison  with  your 
mates  ?  What  made  you  such  ?  Were  you  high-strung  ?  Nervous  ?  High- 
tempered  ?  Quick  or  slow  in  thought  ?  In  action  ?  Superficial  or  deep  in 
feeling  ?  Revengeful  ?  Did  your  emotions  and  plans  center  mainly  in  yourself 
or  on  some  other  object  ?  Were  you  pure  in  thought;  speech;  action  ?  Careful 
of  your  reputation  ?  For  what  were  you  reputed  ?  The  occasion  of  your  first 
He  ?  Have  you  given  up  lying  ?  Why  ?  Were  you  naturally  or  by  training 
(whose  ?)  careful  in  attitude,  gait,  speech,  use  of  voice,  nails,  teeth,  dress,  state- 
ment, judging  others  ? 

Consider  the  following  aspects  of  yourself:  conceit,  or  self-love;  vanity, 
self-consciousness,  benevolence,  optimism,  conscientiousness,  self-dependence, 
sensitiveness,  caution,  courage,  recklessness,  love  of  adventure,  willingness  to 
make  sacrifices  for  your  future  good  or  for  others. 


(e)  Vocational  suggestions.  What  was  your  childish  attitude  toward  your 
father's  vocation  ?  What,  at  various  ages,  have  been  your  ideal  vocations  ? 
When  did  you  begin  seriously  to  think  of  a  life  work  ?  What  were  the  circum- 
stances ?  Have  you  found  yourself  to  be  most  attracted  by  men  or  by  women; 
by  a  certain  type  of  individual,  physically  or  mentally,  or  by  one  engaged  in  a 
certain  occupation  ?  Discuss  this  matter  fully  in  the  light  of  your  vocational 
influences  and  aptitudes.  During  childhood  how  did  you  spend  your  leisure  ? 
Think  of  yourself  among  your  companions;  in  what  did  you  excel  ?  How  did 
your  habits,  occupations,  ideals,  differ  most  strikingly  from  theirs  ?  What 
kinds  of  Hterature  did  you  read,  if  left  to  yourself  ?  In  what  studies  and 
other  work  did  you  succeed  best  during  childhood  ?  What  appealed  to  you 
most  strongly  ?  Why  ?  Has  all  this  any  bearing  upon  your  chosen  or  prob- 
able career  ?    What  ? 


OUTLINE  OF  A  STUDY  OF  THE  SELF  13 

(f)  Habits  of  special  importance.  What  important  habits,  good  or  bad, 
did  you  acquire  at  this  time  ?  Is  there  a  particular  habit  which  stands  out  as 
responsible  for  anything  unsatisfactory  in  your  life  ?  If  so,  how  did  you  happen 
to  acquire  it  ? 

Consider  especially  habits  of  honesty,  truthfulness,  fairness,  conscientiousness, 
thoroughness,  persistence,  patience,  and  self-control. 

Did  either  your  father  or  your  mother  give  you  any  instruction  during  child- 
hood concerning  sex  ?  When  ?  In  what  manner  and  to  what  extent  ?  What 
was  the  effect  of  this  instruction  ?  Describe  fully  and  frankly  the  development 
of  your  sex  instincts,  and  the  habits  which  have  grown  up  about  them.  In  case 
your  parents  gave  you  no  sex  instruction  in  childhood,  how  did  you  obtain  such 
information,  and  what  was  its  nature  ?  Do  you  feel  that  your  parents,  brothers, 
sisters,  or  teachers  did  you  any  injustice  by  faihng  properly  to  enlighten  and 
instruct  you  in  matters  of  sex  or  by  deceiving  you  ?  What  do  you  think  they 
should  have  done  ? 


(g)  Social  relations  and  tendencies.  Describe  briefly  your  relations  with  your 
parents,  brothers  and  sisters,  other  members  of  the  household,  during  childhood. 
What  can  you  say  concerning  the  religious,  moral,  economic,  social  and  political 
conditions  and  influences  in  your  home  ?  Was  the  spirit  of  that  home  harmonious 
or  discordant  ?  Were  you  on  intimate,  confidential,  affectionate  terms  with 
your  father,  mother,  brothers,  sisters,  teachers,  —  anyone  ?  If  so,  how  did  the 
relation  develop,  and  what  was  the  result  ?  Did  your  parents  understand  you  ? 
Did  they  sympathize  with  you  ?  Did  you  naturally  seek  companions  in  child- 
hood ?  Did  you  have  few  or  many  ?  Did  you  enjoy  school  ?  Why  ?  Give 
a  Hst  of  your  teachers  with  an  estimate  of  the  influence  of  each  upon  you.  Did 
you  take  to  social  gatherings  or  entertainments  at  this  age  ?  Were  you  natu- 
rally and  generally  a  leader  or  a  follower  in  games,  school,  clubs  ?  Why  ?  Were 
you  easily  influenced,  suggestible,  weak-willed,  vaciUating,  or  the  opposite  ? 
Did  you  prefer  the  society  and  pursuits  of  your  own  or  the  other  sex  ?  Why  ? 
Had  you  any  strong  attachments  or  love  affairs  during  chfldhood  ?  Were  you 
naturally  religious  ? 


OUTLINE  OF  A  STUDY  OF  THE  SELF  14 

4.  The  Self  in  Adolescence  (Thirteen  to  Twenty  Years) 

Describe  the  various  aspects  of  the  hfe  of  the  self  from  the  thirteenth  to  the 
twentieth  years  in  accordance  with  the  suggestions  given  under  childhood,  in 
so  far  as  they  apply.  Make  use  of  the  same  sub-heads  if  they  seem  suitable,  or 
supplement  them  as  appears  to  you  desirable. 

This  is  the  period  of  life  that  you  are  likely  to  know  most  about,  and  to  find 
most  difficult  to  describe  fairly  and  frankly.  Do  your  best:  do  not  be  satisfied 
with  an  inadequate  picture  of  yourself. 

Of  special  importance  in  this  period  are  the  following  points,  arranged  under 
their  appropriate  headings. 

« 

(a)  Environmental  influences.  Home  conditions  and  influences;  physical 
conditions;  food;  exercise;  amusements,  stimulants,  narcotics,  drugs.  School 
experiences:  teachers,  companions,  serious  interests,  and  sports.  Does  your 
experience  lead  you  to  believe  in  co-education  ?     Give  reasons. 

During  adolescence,  did  you  regularly  follow  a  well-thought-out  program  of 
eating,  sleeping,  exercising,  working  ?  If  not,  why  not  ?  Do  you  feel  that  you 
knew  enough  about  yourself  and  about  dietetics  to  choose  the  foods  best  suited 
to  you,  or  did  you  follow  your  whims  ?  Do  you  consider  that  your  environment 
during  this  period  was  favorable  or  unfavorable  to  your  development  ?  In 
what  respects  ?     Did  you  try  to  improve  it  ?     Why  ? 

(b)  Physical  development.  Records  of  your  physical  and  of  medical  ex- 
aminations are  valuable  in  this  connection.  Present  any  reliable  data  that  you 
can  obtain.  The  accompanying  blank  form  for  anthropometric  measurements 
should  prove  useful. 

What  were  the  chief  points  in  your  adolescent  physical  development  ?  Were 
you  physically  perfect  ?  If  not,,  were  the  imperfections  inherited  or  acquired  ? 
Did  you  take  advantage  of  your  opportunities  for  physical  development  ? 

Be  sure  to  mention  anything  noteworthy  about  the  development  of  muscular, 
digestive,  respiratory,  circulatory,  excretory,  glandular,  nervous,  or  sexual 
organs,  including  effects  of  use,  injury,  and  disease. 


OUTLINE  OF  A  STUDY  OF  THE  SELF 


IS 


Date 


ANTHROPOMETRIC   MEASUREMENTS 


Age 

Weight 

Height  Standing  . . 

"       Sitting 

"  Knee  .... 
"  Pubic  Arch 
"  Navel  .... 
"  Sternum  . . 
Girth  Head 

«    Neck 

"    Chest 

"       "     FuU  . . . . 

"    Ninth  Rib    ... 

«        «    -Full  ... 

«    Waist    

"    Hips    

«    Thigh  R 

«       «     L   

"    Knee  R 

«        «    L    

«    Calf  R 

«      «    L    

«    Ankle  R  

«       «       L   

"    Instep  R 

«        "      L 

"    Up.  Arm  R  . . . 

"  "        L  . . . 

«    Elbow  R 

«        «      L 

"    Fore  Arm  R  . . 

«      «        "    L  . . 

"    Wrist  R    

«       «      L 


Depth  Chest     

"      Abdomen 

Head 

Breadth  Head    

«        Neck 

"        Shoulders    . . . 

"        Waist  

«        Hips   

"        Nipples 

Shoulder-Elbow  R  . . . . 
L  .... 

Elbow-Tip  R 

L 

Length  Foot  R    

«  «    L 

"  Horizontal 

Stretch  of  Arms 

Strength  Chest     

Capacity  Lungs   

Strength  Lungs 

"        Back     

"        Legs    

"        R.  F.  Arm  . . . 

L.  F.  Arm    .. 

B     "        Up.  Arms   ... 

«        Total 

Development    

Condition    

Pilosity    , 

Color  Hair , 

"      Eyes    

Temperament     

Temperature 

Barometer    


OUTLINE  OF  A  STUDY  OF  THE  SELF  i6 

(c)  Mental  development.  Observe,  especially  in  memory  and  by  the  examina- 
tion of  products  of  your  school  work  and  recreations,  the  development  of  these 
aspects  of  your  mental  self:  —  observational  ability  (quickness,  accuracy), 
memory  (quickness  in  learning,  ease  and  accuracy  of  recall),  imagination  (nature, 
extent),  reasoning  ability  (were  you  broad-minded,  logical,  fair  ?),  emotions 
(strong  and  frequent  or  weak),  sentiments  (for  things,  for. people?  many? 
few  ?  strong  or  weak  ?) ;  artistic,  moral  and  religious  sentiments  especially 
deserve  description. 

The  following  outline  is  suggested  as  a  guide  in  studying  your  mental  develop- 
ment :  ^ 

Sensations : 

Discrimination. 
Range. 

Imagery: 
Type. 
Range  and  effectiveness. 

Chief  likes  and  dislikes : 

Food,  persons,  clothing,  natural  phenomena,  etc. 

Apperceptive  tendencies: 
Attention. 

To  what  chiefly  ? 

Range. 

Persistence. 
Chief  association  patterns. 

Memory: 

Best  for  what  ? 

Type :  visual,  auditory,  etc.    Literal  or  logical. 

Learning  and  recall. 

Thought: 

Concepts  most  readily  formed. 
Judgment :  best  in  what  direction  ? 
Reasoning.    Were  you  logical,  broad-minded,  fair  ? 
Did  you  estimate  yourself  correctly  ? 

^  For  methods  of  measuring  mental  functions  see  Whipple's  "  Manual  of  mental  and  physical 
tests  "  (Baltimore,  1914),  and  Stern's  "  The  psychological  methods  of  testing  intelligence  "  (Balti- 
more, 1 9 14.) 


OUTLINE  OF  A   STUDY  OF  THE  SELF  17 

Emotions: 

Which  kind  strongest  ? 

Quick  or  sluggish  ? 

Did  they  over-influence  vour  reason  ? 

Sentiments: 

Esthetic,  r  Nimiber. 

Moral.  Strength. 

Religious.  ]  Duration. 

Logical.  I  Practical  influence. 

WiU: 

Greatest  strength  and  weakness. 
Far-visioned  or  immediate  ? 
Obstinate  or  concihatory  ? 

Special  abilities: 

Music,  oratory,  drawing,  painting,  etc. 

(d)  Temperament  and  character.  Make  as  truthful  a  portrait  of  your  tem- 
perament and  character  as  you  can.  Point  out  what  you  deem  defects  and  dis- 
cuss possible  ways  of  remedying  them.  Indicate,  in  contrast  with  your  actual 
self,  your  ideal.  Who  have  been  your  heroes  during  adolescence  ?  Why  ? 
Who  is  now  your  ideal  ? 

In  the  following  list  underscore  once  the  terms  that  fairly  well  describe  you 
as  an  adolescent;   underscore  twice  those  that  describe  you  very  accurately. 

Respectful,  disrespectful;  responsive,  unresponsive;  capricious,  steady; 
prompt,  procrastinating;  resourceful,  helpless;  gentle,  violent;  objective- 
minded,  subjective-minded;  graceful,  awkward;  purposeful,  desultory;  thor- 
ough, superficial;  orderly,  disorderly;  optimistic,  pessimistic;  contented,  queru- 
lous; originative,  imitative;  vacillating,  decided;  careful,  careless;  deliberate, 
rash;  industrious,  indolent;  practical,  dreamy;  persistent,  fickle;  visionary, 
matter-of-fact;  sanguine,  melanchoHc;  critical,  suggestible;  romantic,  im- 
romantic;  systematic,  unmethodical;  erotic,  cold;  excitable,  stolid;  emotional, 
lethargic;  intellectual,  stupid;  prosaic,  humorous;  nervous,  phlegmatic;  sym- 
pathetic, caUous;  polite,  rude;  truthful,  prevaricating;  loyal,  untrustworthy; 
artistic,  unartistic;  religious,  unreligious;  inventive,  unoriginal;  self-confident, 
self-distrustful;  proud,  servile;  pleasure-loving,  ascetic;  egotistic,  altruistic; 
diffident,  bold;  serious,  trifling;  avaricious,  prodigal;  secretive,  frank,  reticent; 


OUTLINE  OF  A  STUDY  OF  THE  SELF  i8 

intemperate,  temperate;  self-assertive,  self-depreciative;  dignified,  compromis- 
ing; bold,  bashful;  self-controlled,  self-indulgent;  ambitious,  unambitious; 
selfish,  self-sacrificing;  generous,  stingy;  chaste,  licentious;  credulous,  incredu- 
lous; stubborn,  conciliatory;  witty,  satirical;  narrow-minded,  broad-minded; 
taciturn,  voluble;  opinionated,  imaginative;  thrifty,  improvident;  tactful, 
blundering;  trustful,  suspicious;  moral,  immoral. 

In  Partridge's  Outline  of  individual  study  (pp.  106-111)  may  be  found  a  long 
list  of  terms  descriptive  of  human  character.  This  list  may  aid  you  in  working 
out  a  description  of  yourself. 

(e)  Vocational  suggestions.  What  vocational  influences  have  acted  upon 
you  since  childhood  ?  What  led  you  to  your  choice,  or  is  likely  to  lead  you  to  it  ? 
What  bearing  has  heredity  (as  you  now  know  the  facts)  upon  what  you  should 
or  should  not  attempt  to  do  ?  What  bearing  has  your  present  knowledge,  or 
any  knowledge  that  thorough  study  might  give  you  of  yourself  as  a  physical 
and  mental  object,  upon  the  same  problem  ?  Is  vocational  advice  on  the  basis 
of  a  careful  study  of  the  characteristics  of  the  self  worth  while  ?  What  makes 
you  think  so  ? 

If  you  have  chosen  your  life  work,  state  your  ambition,  ideal,  determination. 
What  is  your  chief  motive  in  life  ? 

(f)  Habits  of  special  importance.  There  should  be  a  great  many:  habits 
of  work,  of  play,  of  social  behavior,  of  eating,  drinking,  of  self-control,  of  reading, 
thinking,  remembering,  of  feehng  toward  others,  of  deahng  with  physical  incon- 
veniences, annoyances,  or  iUs,  of  regulating  sexual  and  other  instincts  and  desires. 
Describe  them  as  you  are  able  to  get  at  them.  The  more  frank  and  the  fuller 
the  descriptions  the  better.  Did  you  know  how  to  form  a  habit  ?  How  to  break 
one  up  ? 

(g)  Social  relations  and  tendencies.  Natural  feelings  for  men  and  women? 
Were  you  naturally  selfish  or  generous  and  altruistic  ?  Were  you  so  by  habit  or 
training  ?  Did  you  treat  other  persons  as  means  to  your  success  or  as  ends  ? 
Were  you  socially  minded  or  self  centered  ?  Did  you  feel  that  you  were  responsi- 
ble in  a  measure  for  the  comfort  and  happiness  of  all  your  fellow  beings  ? 


OUTLINE  OF  A  STUDY  OF  THE  SELF  19 


III.  THE  SELF  OF  TO-DAY  ^ 

A   SKETCH  OR  BIOGRAPHY  OF   THE  SELF,  CONCISE,   COMPLETE,  FAIR,  WHICH 

SHALL  EXHIBIT  IT 

I.  As  AN  Expression  of  Heredity  with  Respect  to 

(a)  Physical  constitution.  In  this  connection  make  use  of  all  the  data  pre- 
viously obtained  and  of  such  supplementary  information  as  is  available.  Physi- 
cal, anthropometric,  and  medical  examinations  should  yield  much  material. 
The  blank  form  on  page  15  may  be  used  if  you  wish  to  present  physical  measure- 
ments. Do  not  shirk  the  task  of  seeking  facts  concerning  your  physical  constitu- 
tion in  its  relations  to  the  traits  of  your  ancestors. 

(b)  Mental  characteristics.  Compare  your  mental  traits  with  those  of  your 
relatives,  so  that  the  reader  may  see  clearly  the  important  respects  in  which  you 
closely  resemble  or  differ  from  your  brothers,  sisters,  parents,  and  grandparents. 

Consider  temperament,  character,  and  instincts,  as  well  as  mental  capacities 
in  the  narrower  sense. 

(c)  Social,  vocational,  moral,  and  religious  tendencies.  After  clearly  describing 
your  chief  social,  vocational,  moral,  and  religious  tendencies  compare  them  with 
the  "  family  "  tendencies.  State  in  what  respects  you  deem  heredity  responsible 
for  your  social,  moral,  and  religious  beliefs,  feelings,  actions.  Do  you  think  that 
heredity  has  had  anything  to  do  with  your  vocational  fitness  or  choice  ? 


2.  As  Moulded  by  Environment  in 

(a)  Physique.  Indicate  the  chief  environmental  influences  which  have  taken 
part  in  the  moulding  of  your  physique,  and  state  the  effect  you  attribute  to  each. 

Review  your  habits.  Are  they  all  valuable  ?  If  not,  why  not  rid  yourself  of 
the  undesirable  ones  ?  Have  they  developed  because  of  accidental  environmental 
influences  or  by  reason  of  determination  on  your  part  ?  Are  you  habitually 
careful  of  your  body,  within  and  without  ?  Consider  all  of  your  physical  char- 
acteristics in  their  relations  to  the  circumstances  in  which  you  have  lived. 

1  If  you  are  an  adolescent,  this  chapter  will  be  a  resume  of  the  previous  one;  if  you  are  an  adult, 
it  should  present  much  new  material. 


OUTLINE  OF  A  STUDY  OF  THE  SELF  .  20 

(b)  Mentality.  What  has  environment  had  to  do  with  your  mentahty  ?  At 
home;  in  school;  among  your  companions  ?  Include  social  influences  in  envi- 
ronment. Review  the  list  of  traits  on  page  1 7  and  include  here  such  as  you  now 
possess.  Are  your  social,  political,  moral  and  religious  ideals  inheritances, 
acquisitions,  or  both  ? 


(c)  Social  nature  and  vocation.  Here  again,  attempt  to  distinguish  what  is 
hereditary  from  what  has  been  acquired.  State  definitely  to  what  factors  or 
influences  in  your  surroundings  you  attribute  traits.  If  you  are  frank,  honest, 
sincere,  cordial,  agreeable  of  voice,  a  good  talker  or  listener,  is  it  chiefly 
because  of  heredity  or  of  influences  which  have  acted  upon  you  ? 


3.  As  A  Functioning  Organism,  Influenced  by  and  Influencing 
THE  World  —  Animate  and  Inanimate.  The  Self  as  Built  up  by 
THE  Interaction  of  Inheritances  and  Environment 

Consider  especially  your  instincts  —  fear,  curiosity,  repulsion,  attraction  — 
your  chief  bodily  organs  and  their  functioning.  Is  your  body  a  smoothly,  efl5- 
cientiy  working  machine  ?  If  not,  in  what  respects  and  for  what  reasons  is  it 
troublesome  or  inefficient  ?  Do  you  know  how  to  keep  it  in  better  condition  than 
it  usuaUy  is  in  ?  If  so,  why  do  you  not  do  so  ?  What,  with  respect  to  bodily 
function,  do  you  consider  the  order  of  importance  of  self-reverence,  self-knowl- 
edge, and  self-control  ? 

Do  you  understand  the  general  bodily  structure  and  functions  ?  Do  you 
know  the  essentials  of  personal  hygiene  ? 

Use  the  above  and  similar  questions  concerning  your  self  as  a  going-machine, 
as  aids  in  your  discussion,  not  as  questions  to  be  answered  briefly  and  separately. 


OUTLINE  OF  A  STUDY  OF  TEE  SELF  21 


IV.     THE   SIGNIFICANCE   OF   THE   CHARACTERISTICS 

OF   THE   SELF 

I.  Vocational 

(a)  Relation  of  physique  to  occupations.  Discuss  your  physical  traits  in  their 
bearings  upon  your  chosen  vocation  or  those  under  consideration.  Name  several 
occupations  for  which  you  deem  yourself  physically  fit.  From  the  physical 
standpoint,  are  there  several  vocations  in  which  you  think  you  might  succeed 
equally  well  ?    Do  you  feel  in  need  of  vocational  advice  ? 

(b)  Relation  of  mind  and  temperament  to  occupations.  In  the  light  of  your 
present  knowledge  of  your  mental  capacities,  temperamental  traits,  character, 
and  special  interests,  what  vocations  promise  most  ?  If  there  is  some  one  pursuit 
for  which  you  deem  yourself  especially  fit  —  or  one  which  you  have  definitely 
decided  to  follow  —  indicate  the  relations  of  your  chief  traits  of  mind  to  that 
vocation. 

What  does  "  success  "  mean  to  you  ?  What  is  your  chief  desire  in  life  ?  Are 
you  ambitious  ?  For  what?  Are  you  lazy?  Which  would  you  prefer:  wealth, 
fame,  social  position,  comfort  and  pleasure  in  ease,  or  the  satisfaction  of  large 
service  ?  Make  clear  your  philosophy  of  Hfe,  if  you  have  one,  and  your  ideal  for 
yourself. 

Is  your  character  such  as  to  justify  your  ambition  ?  If  not,  why  not  ? 
Having  enumerated  your  temperamental  characteristics,  discuss  their  relations 
to  your  traits  of  character.  Do  you  know  how  to  work  steadily,  effectively, 
conscientiously,  joyously  ?  Have  you  learned  to  take  satisfaction  in  doing 
things  well  rather  than  in  merely  getting  them  done  ?  Do  you  trust  yourself  in 
matters  of  truth,  honesty,  sex,  fully  and  fearlessly  ?  Do  you  know  anyone  in 
whom  you  feel  more  confidence  than  in  yourself  ?  Does  character  seem  to  you 
of  major  or  of  minor  importance  in  one's  career  ?    Why  ? 

(c)  Bearing  of  heredity  and  social  position  upon  vocation.  Is  there  a  family 
vocation  which  attracts  you;  which  makes  demands  upon  you;  for  which  you 
feel  especially  suited;  in  which  you  feel  that  you  can  maintain,  or  advance,  the 
family  reputation  ?  What  is  it  ?  Give  its  history  in  the  family,  and  justify 
your  inclination  to  follow  it  or  to  choose  some  other. 


OUTLINE  OF  A  STUDY  OF  THE  SELF  22 

Do  your  parents,  or  other  relatives,  wish  you  to  follow  a  certain  vocation  ? 
Why  ?  Are  you  going  to  permit  their  wish  to  determine  the  course  of  your 
career  ?  Why  ?  Does  your  social  position  or  self-esteem,  pride,  or  snobbishness, 
force  you  to  choose  from  a  limited  range  of  vocations  ?  Discuss  the  matter 
from  the  broadly  social  point  of  view. 

Summing  up :  —  To  what  extent  should  the  following  factors  influence  one's 
choice  of  an  occupation:  physical  constitution;  mental  traits,  temperament, 
character;  wishes  of  parents;  wishes  of  betrothed,  husband  or  wife;  ambition; 
sense  of  duty  to  society;  sense  of  duty  to  one's  ideals  of  success,  happiness, 
social  service  ? 

2.  Marital 

The  bearing  of  the  following  on  (i)  congeniality  in  wedlock  and  (2)  the 

welfare  of  of  spring 

(a)  The  inheritances  of  the  self:  physical,  mental,  moral,  social,  vocational. 
Consider  especially  and  in  detail,  with  frankness  and  impartiality,  your  family 
failings,  weaknesses,  and  good  points.  Take  up  any  prevalent  diseases  or  ten- 
dencies to  disease  in  yourself.  Is  there  any  sufficient  reason  or  combination 
of  reasons  why  you  should  not  marry  ?  Why  you  should  not  have  children  ? 
If  you  are  an  excellent  representative  of  high-class  stock,  is  it  not  your  duty  to 
have  as  many  children  as  you  can  successfully  rear  ? 

(b)  The  self  as  moulded  by  environment:  the  physical,  mental,  moral,  social, 
religious  self.  What  significance  has  it  for  mating;  for  your  children  ?  Are 
you  physically  well  fitted  for  a  particular  type  of  mate  ?  For  any  mate  ? 
Give  your  reasons. 

Is  it  possible  for  you  now  to  improve  your  physical  fitness  for  marriage  and 
for  the  production  of  children  ?  Do  you  know  the  probable  effects  of  venereal 
disease  on  marital  happiness  and  on  offspring  ? 

What,  so  far  as  you  can  foresee  at  present,  should  be  the  mental,  moral,  and 
social  characteristics  of  your  ideal  mate  ?  ^ 

(c)  The  preparation  or  fitness  of  the  self  for  the  duties  and  responsibilities  of 
parenthood.  Systematically  examine  yourself  with  a  view  to  deciding  whether 
you  are  physically,  mentally,  and  morally,  fit  to  have  children.  State  the 
results  of  your  self-examination. 

1  If  you  are  looking  forward  to  marriage  you  will  find  it  profitable  to  obtain  a  copy  of  the  "  Index 
to  the  Germ  Plasm  "  from  the  Eugenics  Record  Office,  Cold  Spring  Harbor,  Long  Island,  New  York. 
It  will  be  sent  to  you  on  request. 


OUTLINE  OF  A   STUDY  OF  THE  SELF  23 

Do  you  feel  responsible  for  your  possible  children  and,  as  a  member  of  society, 
for  all  children  yet  unborn  ?  Have  you  considered  duly  and  fully  the  facts  and 
laws  of  heredity  and  eugenic  teachings  in  this  important  connection  ?  If  not, 
should  you  not  do  so  ? 

Are  you  prepared  for  the  duties  and  responsibilities  of  parenthood  ?  In 
what  respects  ?  Should  less  be  expected  of  the  one  sex  than  of  the  other  in  the 
way  of  sex  control,  abstinence,  purity  of  thought,  and  of  act  ?  If  so,  why  ?  Do 
you  know  enough  about  the  laws  of  heredity,  of  the  conditions  of  conception, 
pregnancy,  parturition,  about  the  physical,  mental,  social  conditions  in  which 
the  expectant  mother  should  live,  to  justify  you  in  becoming  a  parent  ?  Do  you 
know  enough  about  the  care  of  infants,  the  course  of  physical  and  mental  develop- 
ment and  the  significance  of  environmental  influences  during  infancy,  childhood, 
and  adolescence,  to  make  you  an  intelligent,  sympathetic,  wisely  helpful,  unsel- 
fish parent  ? 

Do  you  know  the  essential  facts  concerning  the  anatomy,  physiology,  and 
hygiene  of  the  reproductive  organs  of  man  and  woman  ?  Have  you  reliable 
information  concerning  the  merits  and  demerits  of  personal  purity;  of  sexual 
activity  ?  Do  you  regard  the  use  of  the  sexual  organs  as  necessary  for  their 
normal  functional  development  and  for  your  comfort  and  health  ?  What  are 
the  chief  sources  of  your  information  ?  ^ 

3.   Social 
The  duties  of  the  self  as  a  member  of  social  groups  in  the  light  of 

(a)  Physical  constitution.  What  bearing  has  your  physique  upon  your 
social  duties  and  activities  ?  Have  you  the  physical  basis  for  a  large,  noble 
nature:  good  digestion,  well  coordinated  muscles,  abundant  vitality  ?  Do  you 
think  your  physical  habits,  and  consequent  physical  condition,  have  anything  to 
do  with  your  attitude  toward  your  fellow  beings  ? 

(b)  Mental  constitution.  Does  your  mentality,  education,  or  ambition  impose 
upon  you  the  duty  of  being  a  social  leader  ?    Do  you  inspire  confidence  ?   Why  ? 

^  The  following  works  on  sex  education  and  hygiene  are  reliable  and  should  be  consulted  if  you 
lack  proper  information: 

Hall,  Wintield  S.  The  biology,  physiology,  and  sociology  of  reproduction;  also  sexual  hygiene 
with  special  reference  to  the  male.    Association  Press,  124  E.  28th  Street,  New  York.     1907. 

Galbraith,  Anna  M.  The  four  epochs  of  woman's  life.  A  study  in  hygiene.  W.  B.  Saunders 
Company,  Philadelphia,  19 13. 


OUTLINE  OF  A  STUDY  OF  THE  SELF  24 

Do  you  make  those  about  you  more,  or  less,  talkative,  serious,  frank,  pure  in 
speech  and  thought,  earnest,  broad-minded,  charitable,  unselfish,  ambitious, 
thoughtful  of  others  ?  Are  you  by  nature  or  by  training  socially  minded  ?  Do 
you  feel  constantly  your  responsibility  for  others  ?  Do  you  find  yourself  living 
chiefly  in  your  social  obligations  ?  Do  you  feel  dependent  upon  others  ?  To 
what  extent  ?  Is  your  personal  ideal  individual  success  and  happiness,  or  social 
usefulness  ?  Are  your  mental  traits,  education,  and  character  such  as  to  fit  you 
to  lead  society  to  better  modes  of  thinking  and  living  ?  Is  your  sense  of  respon- 
sibility equally  great  for  yourself,  your  family,  your  unborn  children,  your  race  ? 
Should  it  be  ? 

What  role  do  you  feel  that  you  should  play  in  human  society:  that  of  leader, 
reformer,  social  philosopher,  follower,  conservative,  recluse  ? 

(c)  Moral  and  religious  tendencies.  Are  you  moral  or  religious  by  nature  ? 
By  training  ?  Of  course,  you  may  be  either,  both  or  neither.  What  bearing 
have  your  moral  principles  or  code  upon  your  social  relations  ?  Do  they  force 
you  to  avoid  social  relations;  to  seek  certain  social  groups;  to  strive  for  a  wide 
personal  influence  ?  Do  your  religious  beliefs  impel  you  to  enlighten,  convert, 
"  save  "  others  ?  Are  your  morals  strictly  individual,  or  do  you  consider  them 
applicable  to  every  human  being  ?  To  all  persons  of  your  age  and  sex  ?  To 
all  persons  in  your  state  of  civilization  ?  To  all,  with  your  education  ?  Do  you 
similarly  regard  your  religious  beliefs  as  strictly  individual  ?  Do  you  hesitate 
to  state  them  to  others  because  you  do  not  wish  to  influence  them  ? 

(d)  Vocation  or  vocational  abilities.  Have  you  chosen  your  vocation,  or  do 
you  propose  to  do  so,  from  social  motives  ?  In  order  that  you  may  help  others 
or  yourself  ?  Do  you  look  upon  your  life  work  as  a  means  or  an  end  ?  Is 
your  vocation  favorable  to  family  life  ?  To  the  rearing  of  children  ?  To  their 
education  ?  Is  it  favorable  to  social  activity  in  the  broad  sense  ?  Are  you 
planning  to  give  yourself  to  your  children,  —  not  merely  what  your  earnings 
can  buy  for  them  ? 


119^ 


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